Outline

Overview

This unit of study introduces students to Aboriginal and Torres Strait Islander health. Students will explore and reflect on historical and policy factors that have influenced differences in health outcomes for Aboriginal and Torres Strait Islanders and non-Indigenous Australians. Students will explore the most significant social determinants of health as these relate to the health of Australian Aboriginal and Torres Strait Islander populations. The subject includes introduction to key terminology, concepts and skills that can enable students to engage in respectful and culturally safe health care with Aboriginal and Torres Strait Islander Australians. Students will reflect on the diverse social, economic, cultural and political perspectives and issues related to Aboriginal and Torres Strait Islander Australians and how such elements intersect with health service delivery.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	36 credit points of 1000 level units including NURS2003
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Reakeeta Smallwood, reakeeta.smallwood@sydney.edu.au
Tutor(s)	Rachel Peake, rachel.peake@sydney.edu.au
Tutor(s)	Brenda Hayman, brenda.hayman@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Assessment 1- Educational Flyer Educational Flyer	35%	Week 05 Due date: 01 Sep 2024 at 23:59	1000 words
Outcomes assessed:
Presentation	Assessment 2: Group presentation Group PowerPoint presentation	20%	Week 10 Due date: 06 Oct 2024 at 23:59	15 minutes
Outcomes assessed:
Assignment	Assessment 3: Essay Essay	45%	Week 13 Due date: 30 Oct 2024 at 11:59	2000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Many Australians including Health Professionals are confused about the upcoming Indigenous Voice to Parliament referendum, why it is being held and the historical events that have led to this event. The confusion is further compounded by the Australian media and political parties.

Design a flyer that will analyse and critique information about the upcoming Referendum. Your audience is Australian Health Professionals. You do not need to state your political or personal views or how you will vote, your flyer will include information on the following:

Why this referendum is being held- include key historical information pertaining to colonization and the marginalization for First Nations Peoples
Discuss the journey from the Uluru Statement from the heart to the national referendum.
What does it mean to change the constitution?
The impact of the referendum on First Nations Australians health and wellbeing

Be creative in your flyer, we encourage you to:

Use images and artwork (with correct attribution of sources)
Come up with a creative 'tagline' or key message/s to use in your flyer.
Consider adding in a FAQ section.

Please note: Each student is required to submit all assessment items in order to be eligible to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Exceptional standard
Distinction	75 - 84	Very high standard
Credit	65 - 74	Good standard
Pass	50 - 64	Acceptable standard
Fail	0 - 49	Unsatisfactory standard

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Welcome to the UoS and Introductions	Lecture (2 hr)
Week 02	First Nations Peoples history, diversity, culture and health worldview	Lecture (2 hr)
Week 02	Introduction to First Nations Peoples history, diversity, culture and health worldview. Importance of challenging stereotypes.	Tutorial (2 hr)
Week 03	Aboriginal Community Controlled Health Services	Lecture (2 hr)
Week 04	UNDRIP, 'Closing the Gap' and Strength-based approaches in health	Lecture (2 hr)
Week 04	Colonisation and Racism as a determinant of health	Tutorial (2 hr)
Week 05	Cultural safety	Lecture (2 hr)
Week 06	Caring for First Nations Communities across the Lifespan	Lecture (2 hr)
Week 06	Cultural safety and communication in nursing practice	Tutorial (2 hr)
Week 07	Torres Strait Islander health and wellbeing: diversifying Indigenous worldviews in health	Lecture (2 hr)
Week 08	First Nations Health and Wellbeing: Urban Contexts and young people.	Lecture (2 hr)
Week 08	Aboriginal Community Controlled Health Services and primary health care approaches	Tutorial (2 hr)
Week 09	First Nations health and wellbeing: Rural and Remote Contexts	Lecture (2 hr)
Week 09	Culturally Safe communication strategies and skills	Tutorial (2 hr)
Week 10	Arts and health: Boomali Artist Lecture	Lecture (2 hr)
Week 10	Group presentations	Tutorial (2 hr)
Week 11	Looking Forward, Looking Back: Reflections towards Future Nursing Practice	Lecture (2 hr)
Week 11	Art and health	Tutorial (2 hr)
Week 12	Smoking Ceremony and art activity	Lecture (2 hr)
Week 12	Implications for future nursing practice	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution 7.2 states that if students are absent without leave for more than 10% of classes in a particular unit of study in any one semester, the Dean may call upon them to show cause why they should not be deemed to have failed that unit of study.

It is expected that all students participate and fully engage in the content of this unit of study by attending lectures, tutorials and laboratories, being prepared for tutorials and laboratories, contributing to discussions in class and online, and providing and receiving feedback in a respectful and dignified manner.

Students must also attend 100% of all clinical simulation laboratories (CSL) and off campus clinical, which are supplemented with online and group activities.

Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, 2020 as its official referencing style. This is an author-date style of referencing.

Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:

font: use Calibri or Times New Roman in 11 - 12 point
double line spacing
margins: 2.5cm each side
use page numbers
refer to assessment instructions for use of title and headings

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. search for, evaluate and critically discuss the strengths and positive contributions made by Aboriginal and Torres Strait Islander people, communities and services in Australia.
LO2. identify important historical and policy factors that have influenced the health of Aboriginal and Torres Strait Islander people.
LO3. describe the current health status of Aboriginal and Torres Strait Islander people.
LO4. critically discuss the importance of acknowledging different ways of understanding health conditions from Aboriginal and Torres Strait Islander perspectives and the implications this can have for healthcare.
LO5. demonstrate awareness of culturally sensitive modes of communicating and delivering healthcare in Aboriginal and Torres Strait Islander communities such as Aboriginal art.
LO6. demonstrate knowledge of the need for nurses and other health professionals to be culturally competent practitioners, and a foundational understanding of how to work with Australian Aboriginal and Torres Strait Island peoples in culturally safe ways.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.4. Provides support and directs people to resources to optimise health related decisions 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.2. Provides the information and education required to enhance people’s control over health 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.3. Recognises that people are the experts in the experience of their life 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 7.1. Evaluates and monitors progress towards the expected goals and outcomes
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 4.1. Conducts assessments that are holistic as well as culturally appropriate 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 3.3. Uses a lifelong learning approach for continuing professional development of self and others 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
	Registered Nurses Standards for Practice - 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 3.3. Uses a lifelong learning approach for continuing professional development of self and others 4.1. Conducts assessments that are holistic as well as culturally appropriate 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 7.1. Evaluates and monitors progress towards the expected goals and outcomes

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
1.2		Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3		Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
1.4		Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
2.2		Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3		Recognises that people are the experts in the experience of their life
2.4		Provides support and directs people to resources to optimise health related decisions
2.7		Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care
2.8		Participates in and/or leads collaborative practice
3.2		Provides the information and education required to enhance people’s control over health
3.3		Uses a lifelong learning approach for continuing professional development of self and others
3.7		Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
4.3		Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit has been modified in response to student feedback, including: - replacing the exam with a reflective assessment more appropriate for the unit content - ongoing focus on hearing lived experiences and expertise of First Nations Peoples - increased incorporation of case studies and scenarios to apply knowledge

Additional information

Sensitive materials in teaching: Please note that in this Unit of Study sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This may include reference to for example, discrimination, assault, suicide, illness, death and dying or culturally sensitive issues, including videos, images or voices of First Nations Peoples who have passed away. These topics are relevant to your learning and your knowledge and skill development for nursing practice.

You will be advised before the information/topic is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see images that you may be watching on your device. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS2008: Australian First Nations Health and Care

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect